1、Teaching Knowledge Test (TKT) Module 1,2013. 12,Qs,1. 什么是TKT? 2. 考試形式&題型?,TKT Module 1,Language and background to language learning and teaching,TKT Module 1,教師在英語(yǔ)語(yǔ)言教學(xué)中用來(lái)描述語(yǔ)言，語(yǔ)言應(yīng)用及語(yǔ)言技能的常用術(shù)語(yǔ)及概念 教師對(duì)影響英語(yǔ)學(xué)習(xí)因素的了解以及對(duì)學(xué)習(xí)過(guò)程的了解 考察教師在處理學(xué)生的差別，學(xué)習(xí)進(jìn)程時(shí)所選擇教學(xué)方法的知識(shí)的掌握,Part1 Describe language and language skills,langua

2、ge,Phonology,Lexis,Grammar,Functions,Language skills,Listening,Speaking,Reading,Writing,Unit 1 Grammar,1. Part of speech 2. Grammatical structures form & use,Part of speech,Noun Verb Adjective Adverb Determiner Preposition Pronoun Conjunction Exclamation,basic,Grammatical structures,Simple present t

3、ense Passive Voice Words,Form,Use,Term,Unit 2 Lexis,1. Prefix Suffix Compound words Collocation phases,unsafe, useless, bookshop, hard work, take a holiday, caretaker, take care of,II.,Denotations Synonyms Antonyms/Opposites Lexical sets（有相同背景的一類詞） Figurative meaning,cleareasy to understand, clearsi

4、mple/certain, clearuntidy,Unit 3 Phonology,1. Phoneme phonemic symbol（一個(gè)小音素） phonemic script （音素標(biāo)注） 2. Stress 3. Intonation 4. Rhythm 5. Contraction（縮寫(xiě)） 6. Connected speech 7. Minimal pair tin & din,Vowel Consonant,Unit 4 Functions,1. Exponent/Expression I dont think thats a good idea. Lets go to th

5、e cinema tonight.,asking for clarification,suggesting,introducing,thanking,requesting,describing,comparing,2. Levels of formality Formal Neutral / Appropriacy Informal,1. A customer wants the help of a sales assistant in a shop. He says: Would you mind giving me your attention? 2. Someone wants to g

6、et through the crowd on a busy street. He says: Excuse me, please. 3. In the first letter of complaint to her bank, the writer ends: Get in touch right away please.,Unit 5 Reading & Unit 7 Listening,1. Reading for gist (skimming) 2. Reading for specific information (scanning) 3. Reading for detail (

7、meaning) 4. Deducing meaning from context 5. Extensive reading 6. Intensive reading (learn words),P25,Unit 6 Writing,1. Brainstorming (think everything) 2. Making notes 3. Planning 4. Writing a draft 5. Editing 6. Producing another draft 7. Proof - reading,P29,Unit 8 Speaking,1. Grammar and vocabula

8、ry 2. Functions 3. Features of connected speech 4. Appropriacy 5. Body language 6. Interaction,Motivation Exposure and focus on form The role of error Differences between L1 and L2 learning Learner characteristics Learner needs,Part 2Background to language learning,Student A: I want to make my Engli

9、sh perfect so that I can speak like a native. Student B: I want to learn English well because I want to get good marks/ find a good job in the future. Student C: My teacher is very strict. I always study hard because I am afraid to get a bad grade.,Unit 9 Motivation,It is our desire to learn sth or

10、do sth.,Influence on motivation,Learner autonomy Interest in the lesson Interest in the target language The usefulness of learning the language Personalization Goal-setting Support from the others Self-confidence,1. I dont think they really want to learn the language they cant see that it will be an

11、y use to them. 2. They try really hard but the problem is they dont have the chance to hear English outside the classroom. 3. They sometimes get tired of working on one activity when I give them lots of variety theyre fine.,Unit 10 Exposure and focus on form,By hearing By reading it all around us Wi

12、thout studying it,They can learn a foreign language by,exposure,A silent period,acquire,Pick it up,Teens & adults,Exposure to language Focus on the form,P43,expose to language,acquire,pick it up,focus on the form,Unit 11 The role of error,mistakes,slips （口誤，筆誤）,error,interference,development error (

13、overgeneralization),1. Maria forgot the third person s a couple of times today she clearly wasnt concentrating, as she usually uses it correctly. 2. Emma sometimes uses the wrong words for things when shes tired. 3. Joe seems to be working out the differences between regular and irregular past tense

14、s, because he tries to put an ed ending on most participles.,Unit 12 Difference between L1 and L2 learning,Age Ways of learning Context,P48-49表格,Unit 13 Learner characteristics,A: I prefer more accurate speaking, reading and writing. B: I dont like to guess meaning and vocabulary from the reading te

15、xt.,Learner characteristics are differences between learners which influence their attitude to learning a language and how they learn it.,Learning styles,Learning strategies,Maturity,Past language learning experience,Learning styles,Mark the activity(1-5) which does NOT match.,C,A,B,B,C,Learning str

16、ategies,Repeating new words Taking risks Guessing Asking the teachers and others Talking to tourists as much as Recording Asking a speaker to repeat Vocabulary learning Remembering words and writing on a card Paraphrasing,P56,Maturity,Maturity involves becoming grown up physically, mentally and emot

17、ionally.,P53表格,Unit 14 Learner needs,Personal needs Learning needs Professional needs (future),P57表格,Presentation techniques and introductory activities Practice activities and tasks for language and skills development Assessment types and tasks,Part 3Background to language teaching,Unit 15 Presenta

18、tion techniques and introductory activities,Presentation techniques,Warmers,TBL,P61,Introductory activities,PPP,Lead-ins,PPP steps:,1. Contextualise (融入情景) 2. Oldnew a. eliciting (引導(dǎo)說(shuō)) b. choral drill (repeat) 3. Present new 4. Controlled practice (restricted 機(jī)械操練),5. Grammatical use of new 6. CCQ (

19、concept questions) 7. Another controlled practice 8. Less controlled practice (freer practice),P63,TBL steps:,1. Discussion 2. Give tasks 3. Present new language 4. Use new language Key words: in real-life contexts & _,P65,activity,1. The teacher introduces new grammatical structures before learners

20、 are encouraged to practise using them. 2. The teacher aims to help learners use language in real-life contexts.,PPP,TBL,3. Learners are asked to complete an activity, for example creating an advertisement, before the teacher draws their attention to the language forms used. 4. Learners are encouraged to use any new grammar accurately before they are allowed to experiment with its use in freer activities.,PPP,TBL,Unit 16 Practice activities and tasks for language and skills development,Practice activities,WH Qs,Multiple choices,T or F